ISSN: 2310-2799
Aviso:
Los resultados se limitan exclusivamente a documentos publicados en revistas incluidas en el Catálogo 2.0 de Latindex.
Para más información sobre el Descubridor de Artículos escribir al correo: descubridorlatindex@gmail.com.
Leer más
Búsqueda por:
546,196 artículos
|
Año:
2019
ISSN:
1139-6237
Magaña Hidalgo, José Orestes
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The content of the textbooks of History of Mexico at the baccalaureate level was analyzed, using a descriptive qualitative methodology. It was possible to identify the political, economic and educational context under which the contents of textbooks are defined, as well as the participation of foreign publishers that are part of this process and whose intervention in the creation of content is also fundamental. It is concluded that the textbooks of the subject represent a nationalist rather than a didactic discourse. A curriculum is proposed that develops in the student the necessary skills to achieve historical empathy and significant knowledge.
|
|
Año:
2019
ISSN:
1139-6237
Hernández de la Cruz, José Manuel
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Popular religiosity is one of the most evident manifestations in the values of the societies and an important and recurrent form of expression of the intangible cultural heritage. It transforms and evolves along with the social developments and plays an important role in the spread of cultural knowledge. It is, at the same time, a cardinal didactic instrument in the teaching of the history and the heritage that is linked to it. The objective of this article is to demonstrate the educational value and importance of the intangible cultural heritage, the need for its study, preservation, and dissemination of the material components that are integral in it, through an event linked to popular religiosity, of great significance and unprecedented in Matanzas culture.
|
|
Año:
2019
ISSN:
1139-6237
Martínez Blanco, María; Riveiro Rodríguez, Tania; Domínguez Almansa, Andrés
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
This article shows the results obtained in a study case after the implementation of a didactic program in an elementary school. The program was divided in two different didactic initiatives carried out in two different periods of a pre-service teacher’s internship. The first one was organized with two groups of the 6th year of the primary education and the second one with two groups of the 5th year. The number of participants was 53. The Spanish Civil War was the theme chosen. It was studied in an innovative and participatory way, combining knowledge and emotions. From the observations made by the pre-service teacher during her internships, as from the thematic analysis made over students’ interventions and productions, it can be highlighted how the combination between a critical heritage education, based on the memory as a way of understanding a place, and the organization of didactical excursions, contextualized in the nearby community, reinforce students’ civic and social skills.
|
|
Año:
2019
ISSN:
1139-6237
López Serrano, Miguel Jesús; Medina Quintana, Silvia; Guerrero Elecalde, Rafael
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
This text presents an educative activity related to the subject of Teaching Social Sciences in Primary Education, taught in the third year of the bachelor’s degree in Primary Education at the University of Cordoba (Spain). One of the main objectives of the activity, as well as of the Social Sciences Teaching itself, is to work on the time categories with the students. In this case, they have analysed news from the XIX century and current ones, so as to compare the past and the present. In addition, they have been asked to take a gender perspective into account when studying gender relations in a specific subject, such as the working world.
|
|
Año:
2019
ISSN:
1139-6237
Marolla-Gajardo, Jesús
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The school from its conceptions of teacher education must assume a clear position that considers gender perspectives and studies for the construction of programs, discourses and practices that are produced and reproduced in such spaces. Didactics of the social sciences is a fundamental area, which allows us to deliver the tools to reflect and promote practices that contribute to social justice in the face of violence against women. In this paper, we focus on some reflections made by the teaching educators of the social sciences, especially on the advantages and limitations they face when including and working with women and their problems. The methodology that has been used is a collective case study. The study shows that there is a commitment and concern for the treatment of women's problems in the classroom.
|
|
Año:
2019
ISSN:
1139-6237
Aguilera Morales, Alcira; Aguilera Triana, Angie Marcela
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
This article collects results of the research carried out on the State of the art on the teaching of history in early childhood education, which includes a bibliographic review of what circulates between the years 2006-2016 in the city of Bogotá. In it interested to know the perspectives, problems and advances that are located in the training of the child educator, in what is taught to boys and girls on the temporal aspects associated with the initiation of historical thought. Here we will only present one of the categories found, which refers to the choices about what to teach in early childhood education with regard to history. In this aspect three issues were found that allow to generate bets on the teaching of history and historical thought in the initial ages: the experience of time in the teaching of history; the approach of objects as historical pretexts; and, the understanding of time without referring to the historical content.
|
|
Año:
2019
ISSN:
1139-6237
Massip Sabater, Mariona; Castellví Mata, Jordi
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
A democratic and inclusive education, that is attentive to diversity, has to reflect these values also in its curricular content. From a gender perspective, when social studies’ curricular content and the protagonists of school history are questioned, it is remarkable the absence of women as a sociohistorical subject. Inquire about gender identity uncovers invisible identities in the curriculum’s hetreopatriarcal construction. In this paper we address the importance of intersectionality to rethink curricular content and its protagonists, facing identities and recognizing diversity in a context of oppression. This shift is fundamental in a critical, transformative and compromised education, that doesn’t reproduce social inequalities.
|
|
Año:
2019
ISSN:
1139-6237
Amores Bonilla, Pedro Antonio
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The current task tries to offer a possibility of tackling the gender perspective in 2nd level of ESO through by using the Novelas ejemplares by Cervantes and the Project Learning. All of this is tackled from the point of view of it’s possible to change the gender relationships through the critical teaching of the gender differencies as social and cultural constructs.
|
|
Año:
2019
ISSN:
1139-6237
Mancha Castro, José Carlos
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
This article analyzes how the teaching-learning process of Francoism developed in the secondary classrooms. Also, it proposes an alternative methodological model, based on a didactic of feeling situated history. Through a methodological research, a constructivist character, and also focusing on a meaningful learning, it is proposed to address the understanding and approach of Franco’s dictatorship by researching and analyzing social and symbolic facts. The purpose is to bring the subject-matter to the student, make it feel personal and it will also serve to understand his symbolic reality. Likewise, the need to address a didactic change in the teaching of social sciences is debated, abandoning the (hegemonic) traditional model to move towards an alternative model that discovers the utility of social sciences through its method of knowledge: the research (in school).
|
|
Año:
2019
ISSN:
1139-6237
Paricio Royo, Javier
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Based on a review of the academic debate on historical empathy or historical perspective taking, a proposal for a secondary school history curriculum is offered that focuses on this dimension of historical thinking. This second article in the series “The value of history” explores how a curriculum could be in which students are challenged to explain why human beings acted as they did in certain circumstances and in which they explore what they believed, thought or felt in order to do what they did. Some of the fundamental keys that should be taken into account in the design are analyzed and the value of giving this curricular orientation to the subject is argued, based on the importance of developing a sense of otherness and of expanding their understanding of what it means to be human.
|
Hecho en México, Universidad Nacional Autónoma de México (UNAM). Todos los derechos reservados 1997-2022. Esta página puede ser reproducida con fines no lucrativos, siempre y cuando no se mutile y se cite la fuente completa y su dirección electrónica. De otra forma, se requiere permiso previo de la institución por escrito. Mapa del sitio | Créditos
